Chapter 6 Conclusions and recommendations
6.6 Implications and recommendations for further research
This research achieved a range o f answers from the particular population that formed the sample to the research question which asked, 'How is excellence in primary mathematics teaching perceived by primary teachers and mathematics teacher educators in England?'. At all stages, tantalising possible divergent threads surfaced and it became evident that discipline was needed to focus sufficient to gain depth rather than breadth. Further research may continue to explore definition of terms from other relevant groups of respondents. However, it could move on to determine how excellence is to be achieved through the three themes. This could include further exploration about how confidence is established, maintained and enhanced, or how to apply knowledge once acquired. These create identity and agency leading to supererogation. This could be through:
• Longitudinal studies
o Long-term impetus and impact of MaST initiative
o Teaching strategies
o CPD
o Longer term effects and impact on further education, career choice and
progress, views of mathematics.
• Broader
o sample to include non-mathematics specialist teachers, recipients of teaching
(current, secondary pupils and young adults), parents, governors, LA, education ministers
o methods - observations, document review
o SEN
o Other stages of education
o International perspectives
6.7 Conclusion
This research makes a distinct contribution to the body of knowledge by creation and synthesis of theory and empirical data creating new insights and interpretation thereby offering ways forward to educators and policy makers. A teacher with confidence and knowledge may achieve teaching that is good enough to meet required targets but improvement to excellent may be hindered by the teacher being wedded to habitual practice and certain ways of thinking which inhibits potential for change^, Also, teachers with limited understanding of mathematics might lack confidence, not know what they do not see, may make assumptions about children's understanding and take a safe approach to their expectations of their pupils. Teachers are supported by their membership of each school's community of practice, which provide a structure for professional development. The Meccano® metaphor provides a tangible, relatable vehicle available to managers to upgrade the quality of teaching
mathematics. Good enough teaching may be sufficient to meet required targets but nurturing excellent teaching through the triple development of confidence, knowledge and
supererogation in the teacher will result in the same excellent outcomes embodied in the child.
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